Khan Khalid S., Awonuga Awoniyi O., Dwarakanath Linga S., Taylor Rod
Department of Obstetrics and Gynaecology, Birmingham Women's Hospital, UK.
Med Teach. 2001 Jan;23(1):92-94. doi: 10.1080/01421590150214654.
The outcome of continuing education programs is often based on self-assessment. We evaluated the relationship of self-assessment of knowledge based on rating scales with scores obtained on objective validated tests in evidence-based medicine workshops. In the West Midlands region (1998), 55 participants attended three workshops in critical appraisal of the medical literature.They completed two self-assessment questionnaires: one used a rating scale to subjectively examine the level of knowledge of six different literature appraisal issues; the other objectively assessed participants' literature appraisal knowledge in those issues using validated multiple true-false questions. Comparison of subjective scores reflecting understanding of specific literature appraisal issues with corresponding objective test scores revealed a poor correlation (r(s) ranged from -0.29 to 0.60 for the different knowledge issues assessed). Perception of ones level of knowledge did not always correlate with correctly possessed knowledge. In some instances, those who thought they were knowledgeable actually possessed incorrect knowledge. Therefore, continuing medical education programs should focus on objective, not subjective tests to assess outcome.
继续教育项目的成果通常基于自我评估。我们评估了在循证医学研讨会上，基于评分量表的知识自我评估与通过客观有效测试获得的分数之间的关系。在西米德兰兹地区（1998年），55名参与者参加了三场医学文献批判性评价研讨会。他们完成了两份自我评估问卷：一份使用评分量表主观地考察对六个不同文献评价问题的知识水平；另一份则使用经过验证的多项是非题客观地评估参与者在这些问题上的文献评价知识。将反映对特定文献评价问题理解的主观分数与相应的客观测试分数进行比较，结果显示相关性较差（对于所评估的不同知识问题，斯皮尔曼等级相关系数r(s)在-0.29至0.60之间）。对自身知识水平的认知并不总是与实际掌握的正确知识相关。在某些情况下，那些自认为知识渊博的人实际上掌握的是错误知识。因此，继续医学教育项目应侧重于客观测试而非主观测试来评估成果。
